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261.
Maria Emília Rodrigues de Oliveira Thais Gisele Cavallazzi Douglas Afonso Formolo Lucas D'Ávila de Castro Roseli Schmoeller Ricardo Guarnieri Marcelo Liborio Schwarzbold Alexandre Paim Diaz Alexandre Hohl Rui D. S. Prediger Maria Joana Mader Marcelo Neves Linhares Angelica Staniloiu Hans J. Markowitsch Roger Walz 《Journal of Neuropsychology》2014,8(1):125-139
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Emanuele Fino Sergio Melogno Paolo Iliceto Sara D’Aliesio Maria Antonietta Pinto Gabriella Candilera Ugo Sabatello 《Advances in cognitive psychology / University of Finance and Management in Warsaw》2014,10(2):32-38
Background. Adolescence represents a critical period for brain
development, addressed by neurodevelopmental models to frontal,
subcortical-limbic, and striatal activation, a pattern associated with rise of
impulsivity and deficits in inhibitory control. The present study aimed at
studying the association between self-report measures of impulsivity and
inhibitory control with executive function in adolescents, employing structural
equation modeling. Method. Tests were administered to 434 high
school students. Acting without thinking was measured through the Barratt
Impulsiveness Scale and the Dickman Impulsivity Inventory, reward sensitivity
through the Behavioral Activation System, and sensation seeking through the
Zuckerman–Kuhlman–Aluja Personali- ty Questionnaire. Inhibitory control was
assessed through the Behavioral Inhibition System. The performance at the
Wisconsin Card Sorting Task indicated executive function. Three models were
specified using Sample Covariance Matrix, and the estimated parameters using
Maximum Likelihood. Results. In the final model, impulsivity and
inhibitory control predicted executive function, but sensation seeking did not.
The fit of the model to data was excellent. Conclusions. The
hypothesis that inhibitory control and impulsivity are predictors of executive
function was supported. Our results appear informative of the validity of
self-report measures to examine the relation between impulsivity traits rather
than others to regulatory function of cognition and behavior. 相似文献
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This paper aims to explain how semiotics and constructivism can collaborate in an educational epistemology by developing a joint approach to prescientific conceptions. Empirical data and findings of constructivist research are interpreted in the light of Peirce’s semiotics. Peirce’s semiotics is an anti-psychologistic logic (CP 2.252; CP 4.551; W 8:15; Pietarinen in Signs of logic, Springer, Dordrecht, 2006; Stjernfelt in Diagrammatology. An investigation on the borderlines of phenomenology, ontology and semiotics, Springer, Dordrecht, 2007) and relational logic. Constructivism was traditionally developed within psychology and sociology and, therefore, some incompatibilities can be expected between these two schools. While acknowledging the differences, we explain that constructivism and semiotics share the assumption of realism that knowledge can only be developed upon knowledge and, therefore, an epistemological collaboration is possible. The semiotic analysis performed confirms the constructivist results and provides a further insight into the teacher-student relation. Like the constructivist approach, Peirce’s doctrine of agapism infers that the personal dimension of teaching must not be ignored. Thus, we argue for the importance of genuine sympathy in teaching attitudes. More broadly, the article also contributes to the development of postmodern humanities. At the end of the modern age, the humanities are passing through a critical period of transformation. There is a growing interest in semiotics and semiotic philosophy in many areas of the humanities. Such a case, on which we draw, is the development of a theoretical semiotic approach to education, namely edusemiotics (Stables and Semetsky, Pedagogy and edusemiotics: theoretical challenge/practical opportunities, Sense Publishers, Rotterdam, 2015). 相似文献
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Christophe Fitamen Agnès Blaye Valérie Camos 《The British journal of developmental psychology》2022,40(1):1-16
Preschoolers are well known for their poor working memory (WM) performance. This could result from goal neglect, which would hamper the setting of maintenance strategies. Previous studies have shown that preschoolers’ WM performance can be improved in game-like tasks, because they provide cues to support goal maintenance. However, in these studies, it was unclear what features of the task (either the main toy or the motor activity required by the game) provide efficient cues. The aim of the present study was to disentangle the two features to examine cue effects in 5- to 7-year-old children. No improvement of WM performance was observed when the toy was a potential goal cue, whereas the motor activity had a detrimental effect in all age groups. The latter effect could result from a distraction of attention from attention-based maintenance activities. Hence, preschoolers' poor WM performance would not be fundamentally due to goal neglect. 相似文献
269.
Carla Sofia Silva Maria Manuela Calheiros Helena Carvalho Eunice Magalhães 《Psychologie appliquee》2022,71(2):564-586
Drawing on an ecological approach with multiple informants, this study investigated the mediating role of youth–caregiver relationship quality in associations between different features of residential care settings' organizational social context and youth's psychopathology. Participants were 378 youth aged between 12 and 25 years old, and 54 caregivers aged between 24 and 57 years old, from 29 generalist residential youth care settings in Portugal. Given the hierarchical structure of data, analyses were performed using multilevel modeling. Results revealed that organizational social contexts characterized by higher levels of engagement, stress, and centralization, as perceived by the caregivers, were associated with lower levels of youth's externalizing problems (e.g., aggressive behavior and delinquency), reported by the caregivers, via better youth–caregiver relationship quality, perceived by the youth in care. These findings highlight the relevance of creating an organizational social context in residential care settings that supports caregivers in establishing high-quality relationships with the youth in care, thereby promoting their mental health. This study contributes to the clarification of conflicting findings in previous studies of this field, by offering further empirical investigation of these issues. 相似文献
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